not? Why may not the structure of the human body, and the laws of health
deduced therefrom, be as well taught as the laws of natural philosophy?
Why are not the application of these laws to the management of infants
and young children as important to a woman as the application of the
rules of arithmetic to the extraction of the cube root? Why may not the
properties of the atmosphere be explained, in reference to the proper
ventilation of rooms, or exercise in the open air, as properly as to the
burning of steel or sodium? Why is not the human skeleton as curious and
interesting as the air-pump; and the action of the brain, as the action
of a steam-engine? Why may not the healthiness of different kinds of
food and drink, the proper modes of cooking, and the rules in reference
to the modes and times of taking them, be discussed as properly as rules
of grammar, or facts in history? Are not the principles that should
regulate clothing, the rules of cleanliness, the advantages of early
rising and domestic exercise, as readily communicated as the principles
of mineralogy, or rules of syntax? Are not the rules of Jesus Christ,
applied to refine _domestic manners_ and preserve a _good temper_, as
important as the abstract principles of ethics, as taught by Paley,
Wayland, or Jouffroy? May not the advantages of neatness, system, and
order, be as well illustrated in showing how they contribute to the
happiness of a family, as by showing how they add beauty to a copy-book,
or a portfolio of drawings? Would not a teacher be as well employed in
teaching the rules of economy, in regard to time and expenses, or in
regard to dispensing charity, as in teaching double, or single entry in
book-keeping? Are not the principles that should guide in constructing
a house, and in warming or ventilating it properly, as important to
young girls as the principles of the Athenian Commonwealth, or the
rules of Roman tactics? Is it not as important that children should be
taught the dangers to the mental faculties, when over-excited on the one
hand, or left unoccupied on the other, as to teach them the conflicting
theories of political economy, or the speculations of metaphysicians? For
ourselves, we have always found children, especially girls, peculiarly
ready to listen to what they saw would prepare them for future duties.
The truth, that education should be _a preparation for actual, real
life_, has the greatest force with children. The constantly-recurring
inquiry, “What will be the use of this study?” is always satisfied by
showing, that it will prepare for any duty, relation, or office which, in
the natural course of things, will be likely to come.
“‘We think this book extremely well suited to be used as a text-book
in schools for young ladies, and many chapters are well adapted for a
reading book for children of both sexes.’”
To this the writer would add the testimony of a lady who has used this
work with several classes of young girls and young ladies. She remarked
that she had never known a school-book that awakened more interest, and
that some young girls would learn a lesson in this when they would study
nothing else. She remarked, also, that when reciting the chapter on the
construction of houses, they became greatly interested in inventing plans
of their own, which gave an opportunity to the teacher to point out
difficulties and defects. Had this part of domestic economy been taught
in schools, our land would not be so defaced with awkward, misshapen,
inconvenient, and, at the same time, needlessly expensive houses, as it
now is.
The copyright interest in these two works is held by a board of gentlemen
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the author for the time and labour spent in preparing these works, will
employ all the remainder paid over by the publishers, to aid in educating
and locating such female teachers as wish to be employed in those
portions of our country, which are most destitute of schools.
The contract with the publisher provides that the publisher shall
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which he shall receive five _per cent._ He also shall charge twenty
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